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Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination: ASHE Higher Education Report 37:5

ISBN: 978-1-118-33883-4
152 pages
March 2012, Jossey-Bass
Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination: ASHE Higher Education Report 37:5 (1118338839) cover image

Description

American Indian/Alaska Native (AI/AN) students continue to be significantly underrepresented in institutions of higher education and continue to face barriers that impeded their academic success. This volume explores the factors that influence college going in Indigenous communities and,upon enrollment in institutions of higher education, the factors that influence college completion. Chapters cover:
  • The legacy of Western education in Indigemous communities
  • The experiences of Indigenous students in the K-12 system
  • Transition from student to faculty of AI/AN graduates
  • Recommendations that can improve the success of Indigenous students and faculty
This is the fifth issue the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
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Table of Contents

Executive Summary vii

Foreword xi

Acknowledgments xv

Introduction 1

Situating American Indian and Alaska Native Higher Education in Larger Contexts 3

Historical Background of American Indian and Alaska Native Higher Education 6

Overview of the Monograph 9

Framing the Conversation 11

Tribal Nation Building 12

Higher Education Toward Nation Building 27

Conclusion 29

Postsecondary Access for Indigenous Students 31

Postsecondary Aspirations, High School Completion, and Academic Preparation 32

Accelerated Learning Opportunities 36

College Entrance Examinations 39

Economic Conditions and Paying for College 40

The Role of Schools and College Counseling 43

Protective Factors and Promising Practices for Postsecondary Access 47

Concluding Thoughts 52

American Indian and Alaska Native College Students 53

Enrollment Patterns 53

Retention Patterns 56

The Experiences of Indigenous College Students in Predominantly White Institutions 58

Tribal Colleges and Universities 68

Conclusion 71

American Indian and Alaska Native Graduate Students 73

A Statistical Portrait of Indigenous Graduate and Professional Students 74

The Experiences of Indigenous Graduate and Professional Students 77

Graduate Education and Nation Building 88

American Indian and Alaska Native Faculty 91

Transforming the Academy as Activists and Advocates 93

Indigenous Faculty and Nation Building 94

Native Faculty at Mainstream Institutions 95

Indigenous Faculty in Tribal Colleges and Universities 101

Concluding Thoughts 105

Where Do We Go From Here? 107

Research Recommendations 108

Discussion and Implications for Policy 111

Discussion and Implications for Institutional Practice 116

Notes 119

References 121

Name Index 141

Subject Index 147

About the Authors 153

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Author Information

BRYAN MCKINLEY JONES BRAYBOY is Borderlands Associate Professor of Indigenous Education, codirector of the Center for Indian Education, and coeditor of the Journal of American Indian Education at Arizona State University.

AMY J. FANN is an assistant professor in the Counseling and Higher Education Program at the University of North Texas.

ANGELINA E. CASTAGNO is an assistant professor of Educational Leadership and Foundations at Northern Arizona University.

JESSICA A. SOLYOM is a doctoral student in the Department of Justice & Social Inquiry at Arizona State University.

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